A quick glance at another student’s test, shared homework project, or a cell phone cleverly hidden beneath the desk are all cheating methods. Dishonesty in the classroom at The Columbus School is an open secret and an accepted practice most students tolerate but only a few openly debate. But is it merely a shortcut or an effort to fight back against growing academic pressure and a competitive school atmosphere?

Cheating at TCS is not simply an issue of students cutting corners—it is indicative of a deeper issue regarding the school’s learning culture, policy enforcement, and evolving technology that has made academic dishonesty easier than ever. With large-scale cheating having been reported, disparate application of academic integrity policies, and the use of AI-enabled tools increasing among students, this article sets out to determine why the problem isn’t disappearing and how it can be resolved.

“It’s not the easy type of cheating, taking a glance at someone’s test. The prevalence of AI nowadays is becoming such a big issue. A lot of students do not even recognize it as cheating, but it is,” Andrew Shainker, TCS student media director and journalism professor, said.

Technology has changed the game of cheating, making it less evident and more difficult to detect. Computer programs driven by AI can compose essays, solve equations, and even mimic the writing style of a student, presenting an ethical concern.

“Some students believe that they’re not technically cheating if they use AI to perform assignments because they’re not directly copying someone else. But really, it does take away from genuine learning,” Shaiker said.

Beyond technology, cheating behaviors differ across different grade levels. This is typically due to the fact that there is insufficient information and knowledge, particularly among 9th-grade students who are new to high school and may not be aware that such behaviors are unacceptable. In addition, students who have already been accepted into universities or are simply too exhausted may be tempted to abuse AI tools.

“9th graders are more prone to cheating because they don’t fully understand the rules yet, while 12th graders often do it because they feel like they have nothing to lose. If they’re already accepted into college, they might think, ‘What’s the harm?’” Shainker said.

For certain students in TCS, cheating isn’t dishonesty—it’s effectiveness. Under the pressure of heavy workloads and the pressure to perform, some see cheating as an easy answer instead of a moral deficiency. The accessibility of AI software and internet materials makes shortcutting easy, especially for those juggling extracurriculars, personal issues, or heavy academic workloads. For others, the grade-at-all-costs mentality makes results more important than integrity.

“I think cheating is quite common, especially since it’s not old-school cheating anymore. AI makes it extremely easy,” Sofia Cardenas, a senior at TCS, said.

Academic dishonesty is most often driven by too much work. Pressure to perform academically and attempt to balance extracurricular activities and personal life pushes some students into feeling like they have no other choice but to cheat.

“We have so much work, and if AI or copying answers makes it easier, it’s tempting,” Cardenas said.

Cardenas is also critical of the school response to cheating as being inconsistent, which only encourages the issue further.

“Sometimes the punishments are really harsh, and other times teachers don’t even bother. It’s unpredictable, so it makes it harder for students to take the rules seriously,” Cardenas said.

TCS senior Juana Molina sees cheating as something so ingrained in the school life that many of her peers don’t even call it cheating; to them, it’s simply a shortcut.

“Often, we don’t even see or think of it as cheating because it’s so common,” Molina said.

Even though Molina has been asked to help others to cheat, her morals keep her away from it. However, she understands not everyone has the same boundaries—peer pressure can have much to do with why students cheat.

“If someone cheats, that’s their problem and their choice. They’re the ones who won’t learn,” Molina said.

Academic pressure is another driving factor for cheating. Often, teachers and parents push the kids to have good grades, and this demand makes some think that they don’t have any other option but to cheat in order to keep up with the standards.

“If more stress were placed on learning rather than grades, I think less cheating would happen,” Molina said.

TCS is not alone in this issue—research indicates that academic dishonesty is a widespread problem. The Josephson Institute’s Center for Youth Ethics found that 74% of students reported having copied homework answers. McCabe’s (2001) studies indicated that teacher responses to cheating are often inconsistent, which can unintentionally encourage dishonesty by not addressing it appropriately.

A 2025 mass culture of cheating study by Zanetti & Butera highlights the enormous power of peer pressure. As a result, when other students appear to be cheating and getting away with it, this behavior becomes the norm and causes a reduction in the perceived risk.

If cheating is so embedded in academic culture, what can be done to prevent it? Molina doesn’t believe that stricter punishments alone are the answer.

“The true solution is to make students care about learning, not grades,” Molina said..

TCS must make a choice: either continue to let cheating be a part of school life or take meaningful action to enforce academic integrity. The question is—will the school act before it’s too late?